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Common Core: ELA
CCLS - ELA: W.3.3
- Category
- Writing
- Sub-Category
- Text Types and Purposes
- State Standard:
- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
27 Results
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- In this eight-week module, students explore the questions: “Who is the wolf in fiction?” and “Who is the wolf in fact?” They begin by analyzing how the wolf is characterized in traditional stories,...
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- In Unit 2, students will look at Peter Pan through the lens of a writer. They will examine the author’s craft, specifically the use of dialogue and how the author uses vivid language to describe...
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- In this unit, students write and illustrate a narrative about a problem faced by real wolves, based on problems they identified in Unit 2 in the informational text Face to Face with Wolves. Students...
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- Performance Task: Final Wolf Narrative
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- End of Unit Assessment: Drafting the Wolf Narrative
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- Introducing Dialogue
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- Planning the Wolf Narrative
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- Analyzing the Structure and Organization of a Narrative
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- Creating a Wolf Character: Part 2
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- Choosing a Problem and Creating a Wolf Character: Part 1
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- Launching the Performance Task
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- Mid-Unit Assessment: On-Demand Writing: Crafting a New Scene
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- In this editing lesson, students are held accountable for beginning and end punctuation, using quotation marks accurately, and spelling words that are on the Character Word Wall accurately.
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- Students use some of the vivid and precise words they have collected from Chapter 14 to revise their own written scenes.
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- Students focus on author's craft as readers. In this lesson, students collect “words that work” from Chapter 14.
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- Students revise their scenes, applying their new learning about the writer’s craft and using specific language they pulled from Peter Pan to show their own characters’ thoughts and feelings.
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- Here, in Lesson 6, students read two chapters of the Classic Starts edition of Peter Pan, focusing on author’s craft. They examine closely an aspect of how the writer shows the reader the characters...
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- Students continue writing their first drafts.
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- In this lesson and the next, students write their first draft of a scene in Neverland. For these two drafting days, it is most important that they draft a story that makes sense in its series of...
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- In the next series of lessons, students will write their own imagined scene set in Neverland. This lesson focuses on planning a sequence of events.
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- This lesson gives students an in-depth look at the setting of Peter Pan, which will also be the setting for their own imagined scene. Through a study of images and excerpts, students think, talk, and...
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- On-Demand End of Unit 3 Assessment and Freaky Frog Trading Card Celebration Review Part A of Work Time carefully; be clear with students that for this on-demand assessment, they are writing about a...
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- Mid-Unit 3 Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph This lesson involves modeling for students, based on teacher writing of a Freaky Frog Trading Card narrative...
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- This module focuses on a deep study of the classic tale Peter Pan. Students will consider the guiding question: How do writers capture a reader’s imagination?